Class attendance and learning outcome

Kwak, Do Won; Sherwood, Carl; Tang, Kam Ki

doi:10.1007/s00181-018-1434-7

Cited by 9 publications

(3 citation statements)

References 25 publications

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“…In an ideal scenario, it makes sense that when university students attend class because they are supposed to be attending class will have the chance to know the tips for the exam, get a good grade, and eventually earn a course credit. Previous studies claim that students who are motivated to attend classes and do attend satisfactorily have better achievement levels, making it a strong predictor of university success (Moore, 2006;Chen & Lin, 2008;Kwak, Sherwood, & Tang, 2018). This implies that EFL instructors have to do something to encourage intrinsic motivation among EFL learners.…”

Section: Discussionmentioning

confidence: 99%

Understanding the Japanese University Students’ Motivation and Demotivation in Attending EFL Classes

Ed. D.

2024

IAJSS

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The purpose of this study was to identify the motivation and demotivation of Japanese university students in attending English as a Foreign Language (EFL) classes. The participants included 455 students who took English courses for the first semester of 2023 from two private universities in Japan. The data was collected using a five-point Likert scale motivation and demotivation survey comprised of 24 items and two open-ended questions through an online questionnaire. The results from the quantitative and qualitative strands indicated that the motivation of the respondents towards attending EFL classes is mainly extrinsic. The basis of extrinsic motivation comprised getting credit, getting good grades, and knowing the tips for the exam. In addition, Japanese university students showed low demotivation towards attending EFL classes based on teacher-related, class content-related, and personal factors. The thematic analysis revealed that the students have low expectations for success and lack of self-discipline. From a cultural perspective, these findings reveal that the Japanese tend to blame themselves rather than point fingers at others to maintain harmony even in their academic life. The findings of this study can be used by EFL instructors, school administrators, and curriculum developers to offer interventions intended to motivate the demotivated EFL students to improve class attendance and help Japanese university students achieve academic success.

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Section: Discussionmentioning

confidence: 99%

Understanding the Japanese University Students’ Motivation and Demotivation in Attending EFL Classes

Ed. D.

2024

IAJSS

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“…Prior research has predominantly indicated that attendance in a live classroom setting not only is positively correlated to student success in the form of grades (Arulampalam, Naylor, and Smith 2012;Dobkin, Gil, and Marion 2010;Kwak, Sherwood, and Tang 2018;Lukkarinen, Koivukangas, and Seppälä 2016;Stanca 2006), but it also has shown attendance is a, if not the, primary contributor to student success (Grave 2011, Kassarnig et al 2018. This study supports these findings and adds one more piece to the puzzle, demonstrating that in inquiry-oriented labs where students have the opportunity to leave class early or stick around, students who choose to leave early do so at a cost to their grades.…”

Section: Educational Implicationsmentioning

confidence: 99%

“…Self-regulated time allocation by students relative to grades has been a topic of great concern. Numerous studies have examined the relation between class attendance and grades, and they have predominately shown a strong and positive association between class attendance and grades (Arulampalam, Naylor, and Smith 2012;Dobkin, Gil, and Marion 2010;Kwak, Sherwood, and Tang 2018;Lukkarinen, Koivukangas, and Seppälä 2016;Stanca 2006). From a two-year study on a cohort of undergraduate students, Valentin Kassarnig, Enys Mones, Andreas Bjerre-Nielsen, Piotr Sapiezynski, David Lassen, and Sune Lehmann (2018) used data collected from smartphones on social networks to evaluate various factors associated with academic performance and found the leading factor to be lecture attendance.…”

Section: Introductionmentioning

confidence: 99%

Motivation Strategies and Exiting Class by Students in Inquiry-Oriented Biology Labs

Basey

Francis²,

Joseph

2020

TLI

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Experimental inquiry-oriented science labs can be designed to have students regulate their own learning and decide when they leave class or to have the teacher regulate student learning and determine when they leave class. In this study, grades were examined relative to student exit times in a student-regulated class design. Preliminary interviews revealed four motivation strategies likely to differentially influence exit times and grades: proficiency, grade-target-A, grade-target-C, and time-limited. Students were categorized into the four groups of motivation strategies with a survey. Twenty teaching assistants teaching three lab sections each taught the stand-alone lab class. Students recorded the time they left class each week. Grades were determined as the overall percentage of points a student received in class. Results of the survey showed that the four motivation strategies were well represented in the student population, and two additional strategies were also frequently seen: a hybrid-1 between proficiency and grade-target-A, and a hybrid-2 between time-limited and grade-target-C. Grades were significantly higher for grade-target-A and hybrid-1 students, followed by time-limited, proficiency, grade-target-C, and hybrid 2. Time spent in class was not significantly different among categories. Students who chose to stay in class longer had significantly higher grades. If a grade is the goal, these results support the idea of a teacher-controlled exit time for the students in these inquiry-oriented labs. Implications are discussed.

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I checked the prof on ratemyprofessors: effect of anonymous, online student evaluations of professors on students’ self-efficacy and expectations

Boswell

Sohr-Preston

2020

Soc Psychol Educ

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Class attendance and learning outcome

Cited by 9 publications

References 25 publications

Understanding the Japanese University Students’ Motivation and Demotivation in Attending EFL Classes

Understanding the Japanese University Students’ Motivation and Demotivation in Attending EFL Classes

Motivation Strategies and Exiting Class by Students in Inquiry-Oriented Biology Labs

I checked the prof on ratemyprofessors: effect of anonymous, online student evaluations of professors on students’ self-efficacy and expectations

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